Guiding the Digital Teacher: Mentors’ Perspectives on the Use of Artificial Intelligence in Interns’ Instructional Delivery

Abstract

This phenomenological study examines mentors' perspectives on preservice teachers' (interns') use of artificial intelligence (AI) tools in instructional delivery during practicum in public schools under the DepEd Division of Bukidnon, Philippines. The study details mentors' views on AI in lesson planning, activities, and assessments. It also identifies challenges from AI reliance, including gaps in content depth, learner adaptation, and classroom dynamics. The study reviews strategies, feedback, and interventions to strengthen interns' pedagogical skills alongside AI. A qualitative design captured the lived experiences of 20 purposefully selected mentor teachers. Data were collected through a semi-structured questionnaire via Google Forms. Thematic analysis included transcription, coding, categorization, and theme development. Mentors observed that AI-enhanced lessons were more efficient and engaging, thanks to professional materials such as visuals, quizzes, and presentations. However, they found it hard to judge interns' real abilities because polished outputs often hid weaknesses in critical thinking, personal explanation, and live delivery. Key strategies were oral explanations, contextual adaptation, manual elements, creativity, and post-lesson reflection methods meant to balance technology with human skills. Mentors advised using AI as a preparation aid, not a classroom replacement, and emphasized qualities like empathy, improvisation, and learner connection that are irreplaceable. The study recommends that teacher education institutions and DepEd collaborate on ethical AI training. It also suggests revising practicum evaluations to focus on delivery over aesthetics, requiring AI disclosure and personalization, and creating peer forums to support human-centered teaching amid digital advances.